Running Head: Case Study Analysis

RED4519

Diagnostic & Instructional Interventions in Reading

Case Study Analysis

Brittnay Gendreau

Broward College

In partial fulfillment of the requirements for RED4519

Professor Eileen Santiago

February 2, 2018
Case Study Analysis 2

Quantitative Analysis:

Fluency:

Fry Words
Recognized Recognized with Incorrect No Response
Immediately Hesitation Response
First 100 Words 98 2 2 0
Second 100 Words 90 3 6 1
Third 100 Words 84 5 11 0

Oral Reading Fluency and Retell Fluency: 3rd Grade

Benchmark 2.1 78 WCPM

49 words to retell
Benchmark 2.2 39 WCPM
8 words to retell
Benchmark 3.2 72 WCPM
25 words to retell

Comprehension:

Grade Level: Explicit: Implicit: Total

Primer 4 correct 2 correct 6/6 – 100%
1st Grade 3 correct 2 correct 5/6 – 83%
1st Grade 4 correct 2 correct 6/6 – 100%
2nd Grade 3 correct 2 correct 5/8 – 63%
2nd Grade 3 correct 2 correct 5/8 – 63%

Qualitative Analysis:

v Lee needs strong instructional support to comprehend text on level.

v Lee’s reading is monotone and lacks expression.

v Lee relies heavily on initial letters of each word.

v Lee needs to work on re-telling and pulling information from the text.

v Lee gets frustrated when reading level 3 material.

Case Study Analysis 3

Recommendations for Lee:

Lee is a third grade student. He struggles with comprehension while reading. While

writing in his response journals, Lee often writes a simple paragraph that discusses what he did

not understand in the text rather then making inferences and reflections based on the text. He

often needs directions to be repeated, as he doesn’t fully comprehend what he needs to do the

first time he is told. Florida standard LAFS.K12.R.4.10 states that a student should be able to

“Read and comprehend complex literary and informational texts independently and proficiently.”

In order to help Lee with comprehension, the teacher should guide Lee by having him review

questions before he begins to read the text. Lee will be able to get an idea of what he is looking

for in the text which will help him understand key points of his reading. The teacher can also use

graphic organizers and teach Lee to use outlines in order to pull key details from the text.

Accommodations that use strategies such as extra time and allowing the student to look back

through the text will help him improve his comprehension while working on assignments. The

teacher can also introduce vocabulary that may be difficult before Lee begins to read in order to

improve comprehension as well as discuss a summary of the text so that Lee has an

understanding of the story line.

Lee also struggles with fluency. Being a fluent reader means that a person is able to read

a text accurately, quickly, and without error. A third grade student should be reading above 93

words per minute. Lee’s average score is a 72, which means that he is at some risk. Because his

fluency is not on level, his comprehension skills have not been able to improve. Lee was tested

on his knowledge of Frye words. He was able to read the first two hundred words with little

error; however, he struggled reading the third hundred words. His reading level is a level K

which translates to a second grade level. Florida Standard LAFS.3.RF.4.4 states that a student
Case Study Analysis 4

should read with sufficient accuracy and fluency to support comprehension by reading on-level

text with purpose and understanding with accuracy, appropriate rate, and expression on

successive readings. The student should also be able to use context to confirm or self-correct

word recognition and understanding, rereading as necessary. Lee’s reading is very monotone and

lacks expression. Strategies that the teacher can implement to improve fluency include Readers

Theater. Introducing Readers Theater will encourage Lee to use expression during his reading.

Being engaged in the text will allow him to accurately decipher the text and the meaning of the

text. Lee should practice his sight words and Frye words to be familiar with text. He often relies

on the first few letters to guess what the word is. The teacher should use repeated readings and

have Lee practice reading over and over again to gain confidence and decoding skills.
Case Study Analysis 5

References:

McKenna, M.C., & Stahl, S.A. (2003). Assessment for reading instruction. New York:
Guilford Press.
Cpalms. (2018, January 28). Cpalms. Retrieved from Cpalms: http://www.cpalms.org/Public/